The acknowledgement section in a thesis or dissertation expresses gratitude for the people who ha... more The acknowledgement section in a thesis or dissertation expresses gratitude for the people who have helped the author in the process of conducting the research and writing the paper. The study sought to explore the extent to which metadiscourse markers have been employed in the dissertation acknowledgements. Excluding the rhetorical moves, emotional tones and cultural backgrounds, the research has primarily contrasted dissertation acknowledgements written by Iranian EFL doctoral graduates and English native speakers at an identical level. Hyland’s metadiscourse model features and his four-tier main obligatory thanking move was applied to determine and interpret the features predominantly used in the thesis acknowledgements. A qualitative analysis of the results revealed that except for a meaningful difference in attitude markers, Iranian acknowledgements were consistent with the model and not any noticeable difference detected in using interactive metadiscourse features between Iran...
Abstract
Multimedia-assisted teaching results in eliminating traditional training barriers, faci... more Abstract Multimedia-assisted teaching results in eliminating traditional training barriers, facilitating cognition process and upgrading learning outcomes. This study attempted to examine the effects of implementing multimedia on teaching technical translation model and on the technical text translation ability of Iranian students of translation. To fulfill the purpose of the study, a total of forty six learners were selected out of fifty seven participants in a higher education center in Tehran based on their scores in Preliminary English Test (PET) and were divided randomly in the experimental and control groups. Prior to the treatment, a technical text translation questionnaire was devised and then approved and validated by three assistant professors of engineering fields and three assistant professors of Teaching English as a Foreign Language (TEFL) at the university. This questionnaire was administered as a pretest to both groups. Control and experimental groups were trained for five successive weeks using identical course books but with a different lesson plan that allowed employing multimedia for experimental group only. The devised and approved questionnaire was administered as posttest to both groups at the end of the instruction. A multivariate ANOVA was run to compare the two groups‟ means on the PET, pretest and posttest. The results showed the rejection of all null hypotheses of the study and revealed that multimedia significantly improved technical text translation ability of the learners. Keywords: multimedia; multimedia-mediated teaching, technical translation model; technical text; translation ability
The acknowledgement section in a thesis or dissertation expresses gratitude for the people who ha... more The acknowledgement section in a thesis or dissertation expresses gratitude for the people who have helped the author in the process of conducting the research and writing the paper. The study sought to explore the extent to which metadiscourse markers have been employed in the dissertation acknowledgements. Excluding the rhetorical moves, emotional tones and cultural backgrounds, the research has primarily contrasted dissertation acknowledgements written by Iranian EFL doctoral graduates and English native speakers at an identical level. Hyland’s metadiscourse model features and his four-tier main obligatory thanking move was applied to determine and interpret the features predominantly used in the thesis acknowledgements. A qualitative analysis of the results revealed that except for a meaningful difference in attitude markers, Iranian acknowledgements were consistent with the model and not any noticeable difference detected in using interactive metadiscourse features between Iran...
Abstract
Multimedia-assisted teaching results in eliminating traditional training barriers, faci... more Abstract Multimedia-assisted teaching results in eliminating traditional training barriers, facilitating cognition process and upgrading learning outcomes. This study attempted to examine the effects of implementing multimedia on teaching technical translation model and on the technical text translation ability of Iranian students of translation. To fulfill the purpose of the study, a total of forty six learners were selected out of fifty seven participants in a higher education center in Tehran based on their scores in Preliminary English Test (PET) and were divided randomly in the experimental and control groups. Prior to the treatment, a technical text translation questionnaire was devised and then approved and validated by three assistant professors of engineering fields and three assistant professors of Teaching English as a Foreign Language (TEFL) at the university. This questionnaire was administered as a pretest to both groups. Control and experimental groups were trained for five successive weeks using identical course books but with a different lesson plan that allowed employing multimedia for experimental group only. The devised and approved questionnaire was administered as posttest to both groups at the end of the instruction. A multivariate ANOVA was run to compare the two groups‟ means on the PET, pretest and posttest. The results showed the rejection of all null hypotheses of the study and revealed that multimedia significantly improved technical text translation ability of the learners. Keywords: multimedia; multimedia-mediated teaching, technical translation model; technical text; translation ability
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Multimedia-assisted teaching results in eliminating traditional training barriers, facilitating cognition process and upgrading learning outcomes. This study attempted to examine the effects of implementing multimedia on teaching technical translation model and on the technical text translation ability of Iranian students of translation. To fulfill the purpose of the study, a total of forty six learners were selected out of fifty seven participants in a higher education center in Tehran based on their scores in Preliminary English Test (PET) and were divided randomly in the experimental and control groups. Prior to the treatment, a technical text translation questionnaire was devised and then approved and validated by three assistant professors of engineering fields and three assistant professors of Teaching English as a Foreign Language (TEFL) at the university. This questionnaire was administered as a pretest to both groups. Control and experimental groups were trained for five successive weeks using identical course books but with a different lesson plan that allowed employing multimedia for experimental group only. The devised and approved questionnaire was administered as posttest to both groups at the end of the instruction. A multivariate ANOVA was run to compare the two groups‟ means on the PET, pretest and posttest. The results showed the rejection of all null hypotheses of the study and revealed that multimedia significantly improved technical text translation ability of the learners.
Keywords: multimedia; multimedia-mediated teaching, technical translation model; technical text; translation ability
Multimedia-assisted teaching results in eliminating traditional training barriers, facilitating cognition process and upgrading learning outcomes. This study attempted to examine the effects of implementing multimedia on teaching technical translation model and on the technical text translation ability of Iranian students of translation. To fulfill the purpose of the study, a total of forty six learners were selected out of fifty seven participants in a higher education center in Tehran based on their scores in Preliminary English Test (PET) and were divided randomly in the experimental and control groups. Prior to the treatment, a technical text translation questionnaire was devised and then approved and validated by three assistant professors of engineering fields and three assistant professors of Teaching English as a Foreign Language (TEFL) at the university. This questionnaire was administered as a pretest to both groups. Control and experimental groups were trained for five successive weeks using identical course books but with a different lesson plan that allowed employing multimedia for experimental group only. The devised and approved questionnaire was administered as posttest to both groups at the end of the instruction. A multivariate ANOVA was run to compare the two groups‟ means on the PET, pretest and posttest. The results showed the rejection of all null hypotheses of the study and revealed that multimedia significantly improved technical text translation ability of the learners.
Keywords: multimedia; multimedia-mediated teaching, technical translation model; technical text; translation ability